Recherche et formation, n°78/2015

As major actors in the current developments, school principals experience both the tensions related to working conditions, the ambiguities of an institution's limited autonomy, and the overwhelming increase in administrative tasks. At the same time, pressure to apply strategic thinking, along with innovation and leadership has never been so strong. T How is it possible to accurately incorporate therefore, how can we analyze the transversal cooperation, the collective work, and the shared responsibility of a school's managerial staff in France and in Europe?he establishment within a changing environment from both a social and economic point of view? How can the role of a school’s principal be redefined when faced with regional bodies increasingly implementing educational policies? To what extent does their initial or continuous professional training allow them to build and develop the necessary skills to meet the numerous and sometimes contradictory expectations of the institution and its users? In this issue, these questions are addressed by situating the French case in both a European and broader international context, with contributions from researchers from England, Spain, Portugal, Quebec, and Switzerland.